Sumi Kaoru, Sato Shusuke
Future University Hakodate, Hakodate, Japan.
Front Artif Intell. 2022 Jul 15;5:874106. doi: 10.3389/frai.2022.874106. eCollection 2022.
In this paper, we discuss whether the history of a learning experience, containing action and emotion information, is useful for review of the experience in game-based learning using virtual space. We developed a game-based story generation system that automatically generates scripts in real time by using a player's emotions and actions. The system has two functions: a game-based experiential learning environment and automatic story generation. The system provides the player with a virtual world and a virtual tool operated by using a hand controller and a display. The system recognizes the player's real-time emotions through facial expressions, and it outputs reactions based on these emotions and actions a knowledge-based system when the player operates the tool. Then, it outputs scripts based on the emotions and the history of actions. We evaluated the system by conducting experiments with university students as subjects. As a result, subjects found the stories generated by this system interesting because they were based on the player's experience in the game and used the player's behavioral history and emotions. If we consider this as a record of the learning experience, the learning history is an impressive record accompanied by emotions. Thus, historical information that records the actions and emotions of the learner in real time is considered effective because it allows the learner to recall his or her own experiences after the game experience. The results suggest that the historical information, including the learner's real-time actions and emotions, is helpful for review in learning. There is a possibility that experiential learning through games using virtual spaces, such as the one used in this study, will become widespread in the future. In such cases, it will be necessary to examine the learning effects of using historical information with emotions. Therefore, we believe that the results and discussions in this study will be useful for experiential learning using virtual spaces.
在本文中，我们探讨了包含动作和情感信息的学习经历历史，对于使用虚拟空间的基于游戏的学习中的经历回顾是否有用。我们开发了一个基于游戏的故事生成系统，该系统通过使用玩家的情感和动作实时自动生成脚本。该系统有两个功能：基于游戏的体验式学习环境和自动故事生成。该系统为玩家提供一个虚拟世界以及一个通过手持控制器和显示器操作的虚拟工具。该系统通过面部表情识别玩家的实时情感，并在玩家操作工具时基于这些情感和动作输出反应——这是一个基于知识的系统。然后，它根据情感和动作历史输出脚本。我们以大学生为受试者进行实验来评估该系统。结果，受试者发现该系统生成的故事很有趣，因为它们基于玩家在游戏中的体验，并利用了玩家的行为历史和情感。如果我们将此视为学习经历的记录，那么学习历史是一份伴随着情感的令人印象深刻的记录。因此，实时记录学习者动作和情感的历史信息被认为是有效的，因为它能让学习者在游戏体验后回忆起自己的经历。结果表明，包括学习者实时动作和情感在内的历史信息有助于学习中的回顾。使用虚拟空间进行游戏的体验式学习，比如本研究中所使用的这种，未来有可能会广泛普及。在这种情况下，有必要研究使用带有情感的历史信息的学习效果。因此，我们相信本研究的结果和讨论将对使用虚拟空间的体验式学习有所帮助。
